Published: January 18, 2022 Publication: The Journal of Neuropsychiatry and Clinical Neurosciences CLI Author: Linda, Ewing-Cobbs, PhD Abstract: Objective: The investigators examined the factors predictive of novel oppositional defiant disorder in the 6-12 months following traumatic brain injury (TBI). Methods: Children ages 5-14 years old who experienced a TBI were recruited from consecutive admissions to… Read more »
Category: Publications
Contextual Features in the Developing Hippocampus: A Representational Similarity Analysis
Published: January 6, 2022 Publication: Hippocampus CLI Author: Dana DeMaster, PhD Abstract: Functional divisions of labor in support of memory have been reported along the anterior–posterior axis of the hippocampus. However, little is known about how the developing hippocampus represents associative memories along this axis. The present research employed representational similarity analysis to ask whether… Read more »
Teachers’ Use of Scaffolds Within Conversations During Shared Book Reading
Published: January 5, 2022 Publication: Language, Speech, and Hearing Services in Schools CLI Author: Tricia Zucker, PhD Abstract: Purpose: We studied conversations initiated through teacher questions during shared book reading in prekindergarten and kindergarten classrooms as these conversations provide opportunities for the teacher to scaffold emerging language skills. This study provides detailed analysis of scaffolding… Read more »
A Preliminary DTI Tractography Study of Developmental Neuroplasticity 5-15 Years After Early Childhood Traumatic Brain Injury
Published: December 22, 2021 Publication: Frontiers in Neurology CLI Author: Linda Ewing-Cobbs, PhD Abstract: Plasticity is often implicated as a reparative mechanism when addressing structural and functional brain development in young children following traumatic brain injury (TBI); however, conventional imaging methods may not capture the complexities of post-trauma development. The present study examined the cingulum… Read more »
A Comparative Analysis of Instructional Coaching Approaches
Face-To-Face Versus Remote Coaching in Preschool Classrooms Published: November 2021 Publication: Journal of Educational Psychology CLI Authors: Vibhutibala Bhavsar, April Crawford, PhD, Hsien-Yuan Hsu, PhD, Susan H. Landry, PhD, Pauline Monsegue-Bailey, PhD, Cheryl Varhese, PhD, and Tricia A, Zucker, PhD Abstract: This study contrasted face-to-face and remote coaching models using an empirically-based professional development model, The… Read more »
Novel Oppositional Defiant Disorder 6 Months After Traumatic Brain Injury in Children and Adolescents
Published: November 12, 2021 Publication: The Journal of Neuropsychiatry and Clinical Neurosciences CLI Author: Linda Ewing-Cobbs, PhD Abstract: Objective: The investigators aimed to assess predictive factors of novel oppositional defiant disorder (ODD) among children and adolescents in the first 6 months following traumatic brain injury (TBI). Methods: Children ages 5-14 years who experienced a TBI… Read more »
A Strengths-Based, Culturally Responsive Family Intervention Improves Latino Kindergarteners’ Vocabulary and Approaches to Learning
Published: October 20, 2021 Publication: Child Development CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (Mage = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners’ outcomes… Read more »
Expectancy-Value Theory & Preschool Parental Involvement in Informal STEM Learning
Published: September 2, 2021 Publication: Journal of Applied Developmental Psychology CLI Authors: Tricia Zucker, PhD, Janelle Montroy, PhD, Michael Assel, PhD, and Gloria Yeomans-Maldonado, PhD Abstract: Using expectancy-value theory, we explored whether parents’ perceived expectancies, value, and costs relate to parent involvement in science and math activities. We also explored whether informal learning varied based… Read more »
An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers
Published: August 18, 2021 Publication: Early Education and Development CLI Authors: April Crawford, PhD, Reese-Anna Cummins, MS, Cathy L. Guttentag, PhD, Susan H. Landry, PhD, Yoonkyung Oh, PhD, Cheryl Varghese, PhD, and Tricia A, Zucker, PhD Abstract: This pilot study conducted an initial evaluation of the Center for Improving the Readiness of Children for Learning… Read more »
The Association of the Home Literacy Environment and Parental Reading Beliefs with Oral Language Growth Trajectories of Spanish-English Bilingual Children
Published: August 10, 2021 Publication: Early Childhood Research Quarterly CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Purpose: This study examines the extent to which the Home Literacy Environment (HLE) as measured by reading habits and resources, library use, and subscriptions or materials, as well as parental reading beliefs predict both language skills (i.e., vocabulary) at kindergarten and… Read more »
